The Influence of STEM-Oriented Physics Instruction on Students’ Scientific Reasoning and Learning Motivation

Abstract

Students’ low scientific reasoning skills and reduced motivation to learn physics remain persistent challenges in secondary education. Traditional instruction often emphasizes memorization and formula-based problem-solving, resulting in limited conceptual understanding and weak engagement. To address these issues, STEM-oriented learning has been proposed as an instructional approach that integrates science, technology, engineering, and mathematics to promote authentic inquiry, problem-solving, and real-world application. This study aims to analyze the influence of STEM-oriented physics instruction on students’ scientific reasoning and learning motivation through a qualitative literature study. Data were obtained from scholarly journal articles, books, and research reports published within the last ten years, selected purposively for relevance and credibility. Using content analysis, the literature was reviewed to identify thematic patterns related to STEM implementation, its cognitive effects, and its motivational outcomes. The findings indicate that STEM-oriented physics instruction significantly enhances scientific reasoning by engaging students in hands-on experimentation, engineering design cycles, and technology-supported inquiry. These activities promote hypothesis testing, evidence-based argumentation, and iterative problem-solving, which are core components of scientific reasoning. Additionally, STEM learning fosters increased motivation by situating physics concepts in meaningful real-world contexts, providing collaborative problem-solving opportunities, and integrating interactive technological tools. Students become more engaged, confident, and persistent in tackling physics tasks. Overall, STEM-oriented instruction demonstrates strong potential to improve both cognitive and affective learning outcomes in physics education. The study highlights the need for coherent instructional design, effective teacher preparation, and structured assessment aligned with STEM practices to maximize its impact.